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This study aims to investigate the aspects that influence reflective practice during an action learning approach to management development programmes (MDPs).

A narrative inquiry approach was used to gather interview and pictorial data from 16 participants who had attended an action learning oriented MDP. Data were translated into interpretive stories using McCormack’s lenses, which were further analysed using thematic analysis.

Two key themes emerged: dealing with emotions and practising reflection. Participants initially found reflecting uncomfortable, but showed courage by persevering. Participants had to learn how to reflect and set aside time for it, while valuing support and guidance from their action learning facilitator.

The findings and recommendations may not be relevant to all types of action learning as action learning forms and contexts differ.

Reflective practice is the responsibility of both the participant and the action learning facilitator. Participants need to create the time and space to learn, be fully present during reflection, practice mindfulness and have the courage to be uncomfortable while reflecting. Action learning facilitators could encourage reflection by creating a safe learning environment, selecting a diverse action learning team, designing reflection time into the MDP and helping participants apply reflection tools.

Reflective practice enhances learning; yet there is a need to better understand reflective practice in an action learning context. This study provides empirical evidence of the aspects that influence the reflection process and outcomes as well as practical guidelines to participants and facilitators on how to promote reflection.

This research investigates how the Covid-19 pandemic initially affected organisational managers, as seen from their executive coaches' perspective by asking: (1) What challenges did managers experience during the initial stages of the Covid-19 pandemic? and (2) How did coaching foster crisis management skills during this time? Executive coaches are in a unique, confidential and professionally intimate position to observe their clients' thoughts, emotions and behaviours.

Using an interpretivist approach, interviews conducted with 26 executive coaches from the USA, UK, Australia and South Africa during the initial stages of the pandemic (first three weeks of April 2020) were analysed using thematic analysis.

Coaches observed how the Covid-19 pandemic caused managers to experience a tension between managing their staff, their own bosses and themselves. Ranging from logistical challenges to personal fear, uncertainty and loss of identity, managers confided in and relied on their coaches to help them to reflect, provide support, but also challenge them to take a forward-looking stance. Findings were interpreted through the lenses of crisis management and coaching efficacy theory. Crisis management theory is extended by suggesting that greater priority must be given to managers' personal well-being and by adding coaching as a new intervention to develop crisis management skills. Coaching theory is extended by showing that executive coaching can foster certain crisis management skills and that the benefits of coaching in non-crisis times are also relevant during a crisis.

Managers, their leaders, executive coaches and purchasers of coaching services, such as human resource practitioners, should take note of the challenges managers face during crises. They should consider executive coaching as a support intervention to foster requisite crisis management skills.

The findings provide novel, empirical evidence suggesting that executive coaching could foster crisis management skills. The unique Covid-19 context provides rare insights into managerial thinking, emotions and behaviour during extreme crisis situations, contributing to the design of appropriate support interventions.

Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations.

The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations.

The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work.

This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.